By Penny A. Pasque (auth.)
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Extra resources for American Higher Education, Leadership, and Policy: Critical Issues and the Public Good
DesJardins’ (2003) study focuses on the state of Minnesota in order to ascertain whether the state is making a sound monetary investment in public higher education. His study included individual income and tax revenues as factors defining the benefits of higher education. ). He also considers estimated lost earnings while a student is enrolled in college. He found that “the State will accrue an additional $57,018 in non-discounted income tax over the working lifetime of each [male] bachelor’s degree recipient” (p.
McMahon (2009) also describes this balance between the public and the private by furthering the concept of efficiency as related to externalities in serving the public good. He states that “both internal efficiency (related to unit costs) and external efficiency (how well the outcomes relate to social benefits expected by society)” (p. 12) make a HIGHER EDUCATION FOR THE PUBLIC GOOD 31 difference in higher education and the public good. Further, if higher education does not address both the private and the social benefits of higher education, then the United States will continue to lose its “comparative advantage” as compared to other countries around the world, particularly South Korea, China, and Canada (p.
4). In this model, the quadrants may take different shapes in order to reflect higher education’s changing relationship with society at a particular point in time, or to represent the different frames of leaders. 3 The Current Benefits of Higher Education for Society: A Private Good Frame Adapted by Penny A. Pasque from the Institute for Higher Education Policy (1998) in Reaping the Benefits Defining the Public and Private Value of Going to College. 4 The Envisioned Benefits of Higher Education for Society: An Interconnected Frame Adapted by Penny A.